The aim of this study was to reexamine and expand the conceptualization of teachers’ epistemic growth in order to better address the complex nature of epistemic performance. We employed a recent approach to epistemic thinking—the Apt-AIR framework—to analyze teachers' perspectives on their epistemic growth throughout an academic course on digital information literacy. Analysis of learning journals and interviews revealed that teachers reflected on multiple facets of growth in epistemic performance. Furthermore, teachers reflected on these facets in relation to their dual tasks of learning and teaching. We argue that teacher education should support teachers' multifaceted epistemic growth.
Bibliographical noteFunding Information:
The study was funded by a grant to Sarit Barzilai from the Israeli Centers of Research Excellence ( I-CORE) Program of the Israel Council of Higher Education and the Israel Science Foundation , grant 1716/12.
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- Epistemic growth
- Epistemic thinking
- Teacher education
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